In the present time the use of technology has
become natural for the majority of population, even more for the millennial
population, however, on the other hand, most of the teacher are not using
technology in their classes or they just use technology for small periods or by using simple technology such as, videos or powerpoint presentations, however, the actual market and
competences are asking for more complex technology tools that make students to be part of a technological class with more interactions.
ICTs are very relevant in terms of learning,
that is why with this article will examine and determine some important aspects that
teachers and technology might face and how institutions can evaluate the uses of technology while teaching.
TEACHERS ARE AFRAID OF USING ICT
There are many teachers who feel nervous at the
time of using a computer in the classrooms and even more applying technological
lessons, however, this is contradictory because they love to use technology in
their houses and free time. According to researchers pupils are more confident
learning by using computers, however, they do not always use the computers for
the learning process, students also use computers for gaming that is not
relevant to the learning process, and this is another reason why teachers feel
afraid of using ICT during classes.
WHY TEACHERS DO NOT KNOW HOW TO USE ICT AND WHY DO NOT WANT TO USE IT?
Challenges in using ICT in teaching and learning
Integrating ICT into teaching and learning is a complex
process and one that may encounter a number of difficulties. These difficulties
are known as “challenges” (Schoepp, 2005). A challenge is defined as “any condition
that makes it difficult to make progress or to achieve an objective” (WordNet,
1997, as cited in Schoepp, 2005, p. 2). The following are some of the key
challenges that have been identified in the literature regarding teachers’ use
of ICT tools in classroom.
I) Limited accessibility and network connection
Several
research studies indicate that lack of access to resources, including home
access, is another complex challenge that prevent teachers from integrating new
technologies into education.
II) School
with limited technical support
Without
both good technical support in the classroom and whole‐school resources, teachers cannot be expected
to overcome the obstacles preventing them from using ICT
III) Limited
time
Several
recent studies indicate that many teachers have competence and confidence in
using computers in the classroom, but they still make little use of
technologies because they lack the time.
TEACHERS ARE NOT TAKING ADVANTAGE OF TRAININGS
As it is known, training is an important concern at the time of teaching and even more at the time of applying ICTs into the classrooms, well training is a may factor in order to apply technology properly during the learning process. There are many trainings about ICTs, however, there are high numbers of teachers who do not apply what is learned in the training into their class sessions. The main role of those trainings is to reach the majority of possible students in the learning process, but students are not receiving them and the goal is not obtained.
HOW TO EVALUATE TEACHERS' USE OF ICTS IN CLASSROOMS?
Subsequently, how can you measure or know that something is reaching the require spectatives?
- Principals or supervisors can apply a mandatory of using 50% to 40% of technology in their teaching plans.
- Frequently monitor technology class and non technology classes.
- To request a project to students where the use of technology is required and monitor by teachers.
